The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume was to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. (Grouws, 1992, p. ix). In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflect the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research findings might be for those outside their immediate community.

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Preface; Acknowledgements; Part I: Foundations; Putting Philosophy to Work: Coping With Multiple Theoretical Perspectives, Paul Cobb, Vanderbilt University; Theory in Mathematics Education Scholarship, Edward A. Silver & Patricio G. Herbst, University of Michigan; Method, Alan H. Schoenfeld, University of California, Berkeley; Part II: Teachers and Teaching; Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? Heather C. Hill, Laurie Sleep, Jennifer M. Lewis, & Deborah Loewenberg Ball, University of Michigan; The Mathematical Education and Development of Teachers, Judith T. Sowder, San Diego State University; Understanding Teaching and Classroom Practice in Mathematics, Megan Loef Franke, University of California, Los Angeles, Elham Kazemi, University of Washington, Daniel Battey, Arizona State University; Mathematics Teachers' Beliefs and Affect, Randolph A. Philipp, San Diego State University; Part III: Infl uences on Student Outcomes; How Curriculum Infl uences Student Learning, Mary Kay Stein, University of Pittsburgh, Janine Remillard, University of Pennsylvania, and Margaret Smith, University of Pittsburgh; The Effects of Classroom Mathematics Teaching on Students' Learning, James S. Hiebert, University of Delaware and Douglas A. Grouws, University of Missouri; Culture, Race, Power, and Mathematics Education, Diversity in Mathematics Education Center for Learning and Teaching; The Role of Culture in Teaching and Learning Mathematics, Norma G. Presmeg, Illinois State University; Part IV: Students and Learning; Early Childhood Mathematics Learning, Douglas H., Clements & Julie Sarama, University at Buffalo, State University of New York; Whole Number Concepts and Operations, Lieven Verschaffel, University of Leuven, Brian Greer, Portland State University and Erik DeCorte, University of Leuven; Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research, Susan J. Lamon, Marquette University; Early Algebra, David W. Carraher, TERC and Analucia D. Schliemann, Tufts University; Learning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation, Carolyn Kieran, Universite du Quebec a Montreal; Problem Solving and Modeling, Richard Lesh, Indiana University and Judith Zawejewski, Illinois Institute of Technology; Toward Comprehensive Perspectives on the Learning and Teaching of Proof, Guershon Harel, University of California, San Diego and Larry Sowder, San Diego State University; The Development of Geometric and Spatial Thinking, Michael T. Battista, Michigan State University; Research in Probability: Responding to Classroom Realities, Graham A. Jones, Griffi th University, Gold Coast Campus, Cynthia W. Langrall, and Edward S. Mooney, Illinois State University; Research on Statistics Learning and Reasoning, J. Michael Shaughnessy, Portland State University; Mathematics Thinking and Learning at Post-secondary Level, Michele Artigue, Universite Paris 7, Carmen Batanero, Universidad de Granada, and Phillip Kent, University of London; Part V: Assessment; Keeping Learning on Track: Classroom Assessment and the Regulation of Learning, Dylan Wiliam, Educational Testing Service; High Stakes Testing in Mathematics, Linda Dager Wilson; Large-scale Assessment of Mathematics Education, Jan DeLange, Freudenthal Institute; Part VI: Issues and Perspectives; Issues in Access and Equity in Mathematics Education, Alan J. Bishop and Helen J. Forgasz, Monash University; Research on Technology in Mathematics Education: The Perspective of Constructs, Rose Mary Zbiek, M. Kathleen Heid, and Glendon Blume, Pennsylvania State University and Thomas P. Dick, Oregon State University; Engineering Change in Mathematics Education: Research, Policy, and Practice, William F. Tate, Washington University in St. Louis and Celia Rousseau, University of Memphis; Educational Policy Research and Mathematics Education, Joan Ferrini-Mundy & Robert Floden, Michigan State University; Mathematics Content Specifi cation in the Age of Assessment, Norman L. Webb, University of Wisconsin, Madison; Reflections on the State and Trends in Research on Mathematics Teaching and Learning: From Here to Utopia, Mogens Niss, Roskilde University; About the Contributors; Name Index; Subject Index.